A small insight into what we have considered
(We have no doubts you’ve been researching similar things and so we will keep it brief).
We have to remember that a lot of the current research that exists in connection with performing arts and Covid-19 is based on prior viral outbreaks and situations that may or may not translate to various singing or performing arts organizations.
That said, from the many horrifying reports from summer camps, choir rehearsals, and even schools considering reclosing shortly after reopening, it would indicate that the question of reopening a performing arts studio is one that holds a variable risk that would require gambling on what we don’t know about SARS-CoV-2 transmission.
In particular, if true, the prospect of aerosolized transmission – and how singing, in particular, would create an ideal environment for this to exist – is one important factor any responsible performing arts organization would need to seriously evaluate before reopening.
From the recent experience of having to postpone our Alice In Wonderland Jr. show, any consideration for announcing, or even planning, an in-person show, would be counterproductive at best. Risking our students’ and community’s health, and/or having to cancel or postpone another show (and the hopes and dreams that go with that) as a result of prematurely restarting is not something we are willing to entertain.
What can we do?
We are fortunate to have been teaching remotely for many years now. In 2017, Steve released this video in support of remote tuition. It subtly acknowledges that remote learning differs from in-person and highlights some use cases. Whilst we cannot ignore the fact that remote learning is different to in-person learning, we can also celebrate the possibilities it holds for us.
As educators, we continue to ask the question we ask every single day: what do I need to do to instigate a positive change in the creative soul standing in front of me? The question doesn’t change because of Covid-19, but the parameters we work within does. With this in mind, to serve our students most effectively, we have to adjust.
We understand it is our (PYT’s) responsibility to ensure access to lessons and classes is an easy process because technological prowess cannot be a barrier to entry for a child or parent.
Focus, social interaction, and the student’s sense of progression are all important components we consider when writing our curriculums and lesson plans. Our bespoke Learning Management System (we call it the ‘Performers’ Profile’), and communication tools have all been thoughtfully integrated to address these head on.
Like any other learning environment, student success (however that is measured) will differ from child to child. It’s important to note that remote learning poses certain challenges for some children and a real opportunity for others. You can trust that we will be continually reassessing our approach in our quest to bridge this gap and create an optimal experience for all children during this time. As a matter of fact, we already have.
We’re excited for you to experience our superior learning and high-quality performing experiences PYT promises to provide.
With hope in our hearts,
Steve and Jacqueline